Criterion 3 – Teaching and Learning Approach
AUNQA requirements for Criterion 3
3.1 Guided by philosophy
The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities.
Diagnostic questions
- Is an educational philosophy explicit and shared by all the teaching staff? What is it?
- What are teaching and learning activities that reflect the educational philosophy?
- Is the teaching provided by other departments (e.g. general courses) satisfactory? How is it evaluated?
- Are the teaching and learning methods used aligned with the ELOs?
3.2 Responsible participation
The teaching and learning activities are shown to allow students to participate responsibly in the learning process.
Diagnostic questions
- Do the students participate with responsibilities in learning processes? In what teaching and learning activities?
- What are the students’ responsibilities in the teaching and learning activities?
3.3 Learning by action
The teaching and learning activities are shown to involve active learning by the students.
Diagnostic questions
- What are teaching activities used to promote learning by action or active learning?
- Is practical training a compulsory or optional part of the programme?
- Are the extent and result of practical training satisfactory?
- What benefits do employers and students gain from the practical training?
- How are students coached to do well in the practical training?
- How is the assessment for practical training done?
3.4 Life-long learning
The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning.
Diagnostic questions
- By what teaching and learning activities is a commitment to life-long learning instilled in students?
- How do the teaching activities enhance life-long learning?
- Do the chosen methods fit into the learning outcomes of the courses?
3.5 Entrepreneurial mindset
The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset.
Diagnostic questions
- What are teaching and learning activities used to inculcate in students entrepreneurial mindset?
- How do the teaching activities help students develop entrepreneurial mindset?
- Do the chosen methods fit into the learning outcomes of the courses?
- How is the assessment done?
3.6 Teaching and learning improvement
The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes.
Diagnostic questions
- How is the teaching and learning approach evaluated?
- What is the procedure for evaluation and improvement of the teaching and learning approach?
Scoring for TRSU QA
| TRSU-QA score | 1 | 2 | 3 | 4 | 5 |
| Items showing QA practice | 1 item | 2 items | 3-4 items | 5 items | 5 items + 3.6 |
AUNQA scoring rubrics
A seven-point rating scale used for AUNQA assessment is described below.
1. Absolutely inadequate
The QA practice to fulfil the criterion is not implemented.
There are no plans, documents, evidences or results available.
Immediate improvement must be made.
2. Inadequate and improvement is necessary
The QA practice to fulfil the criterion is still at its planning stage or is inadequate where improvement is necessary.
There is little document or evidence available.
Performance of the QA practice shows little or poor results.
3. Inadequate but minor improvement will make it adequate
The QA practice to fulfil the criterion is defined and implemented but minor improvement is needed to fully meet them. Documents are available but no clear evidence to support that they have been fully used. Performance of the QA practice shows inconsistent or some results.
4. Adequate as expected
The QA practice to fulfil the criterion is adequate and evidences support that it has been fully implemented. Performance of the QA practice shows consistent results as expected.
5. Better than adequate
The QA practice to fulfil the criterion is better than adequate. Evidence supports that it (the QA practice) has been efficiently implemented. Performance of the QA practice shows good results and positive improvement trend.
6. Example of best practice
The QA practice to fulfil the criterion is considered to be example of best practices in the field. Evidences support that it has been effectively implemented.
Performance of QA practice shows very good results and positive improvement trend.
7. Excellent (example of world-class or leading practice)
The QA practice to fulfil the criterion is considered to be excellent or is an example of world-class practices in the field. Evidences support that it has been innovatively implemented.
Performance of the QA practice shows excellent results and outstanding improvement trends.
Guide to writing a self-assessment report (SAR)
- The report is the account of the self-assessment. It is not only descriptive but also analytical. It identifies and evaluates the problems and also provides an indication of how the problems identified will be dealt with. (Use the diagnostic questions provided in each of the AUN-QA criteria to do this.)
- Illustrate clearly what, where, when, who, and how the QA mechanisms or instruments are implemented and managed to fulfil the criteria. This will help to piece all related information together.
- Focus on information and data (objective evidences) that directly address the criteria. The report has to be concise and factual. Provide trends and statistics to show achievement and performance.
What is the QA practice to fulfil the criterion?
Quality assurance practice should mean QA plan that evaluates and/or modifies organization’s procedures to ensure that they provide the desired results. The QA plan documents the planning, implementation and assessment procedures for a project, process or any QA activity.
The QA plan should provide information about some or all of the following.
- An overview of the project or process describing background, need, scope, activities, and deadlines;
- Quality objectives to be attained (for example, characteristics, effectiveness, cycle time, cost, etc.);
- Steps in the process that constitute the operating practice or procedures of the organization;
- Allocation of responsibilities, authority, and resources for different phases of the project/process;
- Specific document describing standards, practices, procedures, and instructions to be applied;
- Suitable testing, inspection, examination, and audit programs at appropriate stages;
- A documented procedure for changes and modifications to a quality plan as a process is improved;
- A method for measuring the achievement of the quality objectives;
(Source: https://asq.org/quality-resources/quality-plans)
Operational Result
3.1 Philosophy guide
The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities.
Program report
…….
…….
3.2 Learning participation
The teaching and learning activities are shown to allow students to participate responsibly in the learning process.
Program report
…….
…….
3.3 Active learning
The teaching and learning activities are shown to involve active learning by the students.
Program report
…….
…….
3.4 Life-long learning
The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning (e.g., commitment to critical inquiry, information-processing skills, and a willingness to experiment with new ideas and practices).
Program report
……..
3.5 Entrepreneurial mindset
The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset.
Program report
…….
…….
3.6 Continuous improvement
The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes.
Program report
……..
Evidence
| No. | Evidence and link to Google drive files |
| 3.1-1 | |
| 3.1-2 | |
| 3.2-1 |
Assessment scores
| Requirements | Self score | Assessors’ score |
| 3.1 Philosophy guide: Educational philosophy is articulated and reflected in the teaching and learning activities. | 1 | |
| 3.2 Learning participation: The students are allowed to participate responsibly in the learning process. | 1 | |
| 3.3 Active learning: Teaching and learning activities involve the students in active learning. | 1 | |
| 3.4 Life-long learning: Teaching and learning activities instill in students a commitment to life-long learning. | 1 | |
| 3.5 Entrepreneurial mindset: Teaching and learning activities inculcate in students new ideas, creative thought, innovation, and entrepreneurial mindset. | ||
| 3.6 Continuous improvement: Teaching and learning processes are continuously improved to meet the needs of industry and to align to the expected learning outcomes. | ||
| Overall score (see table below) | 3 |
Scoring guide
| TRSU-QA score | 1 | 2 | 3 | 4 | 5 |
| Items showing QA practice | 1 item | 2 items | 3-4 items | 5 items | 5 items + 3.6 |